Skills for Parenting

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Skills for Parenting
Rationale Statement: Effective parenting is important in nurturing children to become healthy, caring, contributing citizens. Parenting involves meeting the basic physical, emotional, intellectual, and social needs of the child. These standards are designed to help students examine roles, responsibilities, influences, practices, and support related to the parenting process.
Suggested grade level: 9-12

Topics covered
    • Personal, family, cultural and societal practices that impact parenting
    • Technology related to fertility and family planning
    • Alternatives to biological parenthood
    • Beginning the parenting process
    • Nurturing practices
    • Discipline practices
    • Communication strategies
    • Community resources and services for families

Core Technical Standards & Examples

Indicator #1: Assess conditions that impact parenting

Bloom’s Taxonomy Level
 Standards and Examples
Evaluation
 SP 1.1 Assess the impact of personal, family, cultural, and societal conditions on parenting practices.
For example:
  • Compare personal attitudes and opinions about parenting with the influences around you, such as, parents, grandparents, friends, and the media
  • Write a summary of the information from a panel presentation on parenting practices in different cultures
  • Write a news story highlighting parenting practices from another culture
  • Research parenting practices in another culture and compare these practices to parenting practices in own culture
  • Discuss, in small groups, scenario on societal conditions that impact parenting practices
  • Research and present a television news story on a societal condition that influences or has influenced parenting practices
Analysis
 SP 1.2 Analyze current and emerging technology on fertility and family planning to make informed decisions.
For example:
  • Develop a fact sheet on one type of assisted reproductive technology
  • Debate, as a class, the present and future use of reproductive technology (unlimited use, complete abolishment, limited use)
  • Use class discussion to explore the medical, societal, and ethical considerations that accompany a decision to employ current and/or emerging reproductive technology
  • Write a personal reflection on scenario related to genetic engineering and family planning
Evaluation
 SP 1.3 Evaluate implications of alternatives to biological parenthood.
For example:
  • Create a chart comparison of alternatives to biological parenting
  • Write a summary of information from guest speaker on adoption
  • Research information and participate in panel discussion on alternatives to biological parenthood
Analysis
 SP 1.4 Analyze physical and emotional factors related to beginning the parenting process.
For example:
  • View and discuss video on prenatal development
  • Create personal genetic family tree
  • Prepare an oral presentation on a genetic disorder/condition
  • Create an informational brochure on the environmental effects on pregnancy and the unborn child
Indicator #2: Evaluate roles and responsibilities of parenting
Analysis
 SP 2.1 Select nurturing practices to promote growth and development of children
For example:
  • Participate in “RealBaby” care simulation
  • Discuss and reflect on the importance of nurturing
  • Develop flyer on nurturing strategies
  • Create a public service announcement or podcast on the importance of nurturing
Analysis
 SP 2.2 Compare and contrast discipline practices on human growth and development
For example:
  • Using a Retro Comparison Diagram, compare different discipline styles
  • Assess and summarize family and personal discipline styles
  • Create a single panel cartoon depicting parent-child interaction for a selected discipline style
  • Create a video of appropriate and inappropriate discipline practices for a specific situation
Analysis
 SP 2.3 Select communication strategies that promote positive self-esteem in family members
For example:
  • Brainstorm a list of things that family members do or say that poke holes in a person’s “self-esteem” bucket and a list of things that family members do or say that fill a person’s “self-esteem” bucket
  • Using a Venn Diagram, compare “I,” “you,” and “we” messages
  • Write a reflection on assessment and of personal communication style and relationship to future parenting
  • Write a movie script on parenting communication strategies
Evaluation
 SP 2.4 Assess community resources and services available to families
For example:
  • Summarize information from panel of people representing community resources and services
  • Develop handbook of local community resources and services available to families
  • Select appropriate resources and services for a given situation